Pub Date : 2022-02-21DOI: 10.36771/ijre.46.2.22-pp28-83
Rhoda Myra Garces-Bacsal, Najwa Alhosani, H. Elhoweris, Rachel Takriti, L. Schofield, G. Stylianides, Mohamed Alhosani, Ahmed Mohamed, Osha Almuhairy
Abstract One of the goals of the United Arab Emirates (UAE) is to be the centre of excellence in both education and research in the Middle East. Radical educational reforms have been introduced with substantial governmental support provided to ensure that the essential standards of quality are met in terms of teacher professional development (TPD) as the country transitions to a knowledge-based economy. Given UAE’s unique demographic landscape, it is of great interest to map the evolving TPD landscape in the country from its historical beginnings to the current initiatives being done and future initiatives being conceptualized in government and private schools. The paper focuses on TPD in the following areas: early childhood, special education, educational leadership, health and physical education. The resulting shifts in the UAE educational landscape as a function of the pandemic across these specific disciplines are discussed. The impact on field experiences among preservice teachers and the continuous professional development opportunities for in-service teachers are further explored. Moreover, the authors will touch on some best practices and challenges in providing TPD in the UAE, in light of stringent quality assurance systems in teacher education. It is argued that there is a lack of centralization by way of a cohesive framework that effectively structures the implementation of a TPD model that is aligned and customized to the needs of its stakeholders. This provides a unique opportunity for educators to chart their own roadmap and collectively define the evolving educational landscape. Keywords: teacher professional development in UAE, teacher training in the UAE
{"title":"Mapping the Evolving Teacher Professional Development Landscape in the United Arab Emirates","authors":"Rhoda Myra Garces-Bacsal, Najwa Alhosani, H. Elhoweris, Rachel Takriti, L. Schofield, G. Stylianides, Mohamed Alhosani, Ahmed Mohamed, Osha Almuhairy","doi":"10.36771/ijre.46.2.22-pp28-83","DOIUrl":"https://doi.org/10.36771/ijre.46.2.22-pp28-83","url":null,"abstract":"Abstract\u0000One of the goals of the United Arab Emirates (UAE) is to be the centre of excellence in both education and research in the Middle East. Radical educational reforms have been introduced with substantial governmental support provided to ensure that the essential standards of quality are met in terms of teacher professional development (TPD) as the country transitions to a knowledge-based economy. Given UAE’s unique demographic landscape, it is of great interest to map the evolving TPD landscape in the country from its historical beginnings to the current initiatives being done and future initiatives being conceptualized in government and private schools. The paper focuses on TPD in the following areas: early childhood, special education, educational leadership, health and physical education. The resulting shifts in the UAE educational landscape as a function of the pandemic across these specific disciplines are discussed. The impact on field experiences among preservice teachers and the continuous professional development opportunities for in-service teachers are further explored. Moreover, the authors will touch on some best practices and challenges in providing TPD in the UAE, in light of stringent quality assurance systems in teacher education. It is argued that there is a lack of centralization by way of a cohesive framework that effectively structures the implementation of a TPD model that is aligned and customized to the needs of its stakeholders. This provides a unique opportunity for educators to chart their own roadmap and collectively define the evolving educational landscape. \u0000\u0000Keywords: teacher professional development in UAE, teacher training in the UAE","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114609448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-21DOI: 10.36771/ijre.46.2.22-pp84-125
Damian Maher
Abstract: Professional Learning (PL) for Australian teachers is a crucial and integral aspect of their practice and is mandated under Australian legislation. This article briefly describes PL in Australia and outlines the importance of teacher PL, setting out ways it can be undertaken in different jurisdictions around Australia. The focus then moves to a discussion on ways in which PL was impacted during 2020-2021 as a result of COVID-19. In particular, online PL is examined indicating that, for teachers in Australia, the move to online teaching and PL was sudden and was something teachers were not prepared for. Possible futures are explored with potential changes to the implementation of PL, incorporating online and face-to-face modes. Aspects of formal and informal learning are considered accordingly. In focusing on informal learning, the way that social media supported PL during COVID-19 is examined. The potential changing focus of PL as a result of COVID-19 is investigated with a focus on online safety, wellbeing (which includes suicide), and hybrid learning. The discussion on wellbeing indicates a need for increased teacher PL, with increased student concerns being reported as a result of COVID-19. Much of the content is viewed through an Australian lens, although this was not always possible given a scarcity of Australian research in some areas. Keywords: Professional learning, COVID-19, wellbeing, online safety, Australia
{"title":"In-Service Teacher Professional Learning in Australia: Lessons Learnt from COVID-19","authors":"Damian Maher","doi":"10.36771/ijre.46.2.22-pp84-125","DOIUrl":"https://doi.org/10.36771/ijre.46.2.22-pp84-125","url":null,"abstract":"Abstract:\u0000Professional Learning (PL) for Australian teachers is a crucial and integral aspect of their practice and is mandated under Australian legislation. This article briefly describes PL in Australia and outlines the importance of teacher PL, setting out ways it can be undertaken in different jurisdictions around Australia. The focus then moves to a discussion on ways in which PL was impacted during 2020-2021 as a result of COVID-19. In particular, online PL is examined indicating that, for teachers in Australia, the move to online teaching and PL was sudden and was something teachers were not prepared for. Possible futures are explored with potential changes to the implementation of PL, incorporating online and face-to-face modes. Aspects of formal and informal learning are considered accordingly. In focusing on informal learning, the way that social media supported PL during COVID-19 is examined. The potential changing focus of PL as a result of COVID-19 is investigated with a focus on online safety, wellbeing (which includes suicide), and hybrid learning. The discussion on wellbeing indicates a need for increased teacher PL, with increased student concerns being reported as a result of COVID-19. Much of the content is viewed through an Australian lens, although this was not always possible given a scarcity of Australian research in some areas. \u0000\u0000Keywords: Professional learning, COVID-19, wellbeing, online safety, Australia","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"295 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132804565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-21DOI: 10.36771/ijre.46.2.22-pp202-260
Alfredo Bautista, Y. Ho, Thomas Fan, Jerry Yeung, Darren A. Bryant
Abstract This article describes the current teacher professional development (PD) infrastructure of Hong Kong, one of the world’s top performers in education. Drawing on contemporary policy frameworks, institutional websites, and research literature, we outline how teachers from primary and secondary local schools are supported to enhance their professional capacity. After introducing the structure of the Hong Kong education system, we describe pre-service teacher education and the Professional Ladder framework, designed by the Education Bureau (EDB) to regulate in-service PD. We then describe the work done by the leading PD providers and the PD-related obstacles, difficulties, and constraints reported in the literature. The article shows that Hong Kong has developed a solid PD infrastructure with hybrid characteristics. While the system is based on compliance and external accountability mechanisms, teachers are encouraged to design their PD journeys based on their interests, needs, and career aspirations. Every three years, teachers are required to complete 90 to 150 hours of PD (depending on seniority), including core and elective training (approximately 1/3 and 2/3 of the PD allotment, respectively). Structured, on-the-job, project-based, whole-school, and individual PD activities are available. The article also describes the strategies recently adopted to tackle the challenges of COVID-19. We conclude that Hong Kong has made great efforts to design a high-quality PD infrastructure within a hierarchical educational system, in which quantity of provision and content coverage have been prioritized over teacher agency and autonomy. More research is required to investigate the actual impact of PD on teachers’ practices and students’ learning. Keywords: Teacher Professional Development, continuing education, system analysis, educational policy, effective professional development, Hong Kong
{"title":"Teacher Professional Development in Hong Kong: Describing the Current Infrastructure","authors":"Alfredo Bautista, Y. Ho, Thomas Fan, Jerry Yeung, Darren A. Bryant","doi":"10.36771/ijre.46.2.22-pp202-260","DOIUrl":"https://doi.org/10.36771/ijre.46.2.22-pp202-260","url":null,"abstract":"Abstract\u0000This article describes the current teacher professional development (PD) infrastructure of Hong Kong, one of the world’s top performers in education. Drawing on contemporary policy frameworks, institutional websites, and research literature, we outline how teachers from primary and secondary local schools are supported to enhance their professional capacity. After introducing the structure of the Hong Kong education system, we describe pre-service teacher education and the Professional Ladder framework, designed by the Education Bureau (EDB) to regulate in-service PD. We then describe the work done by the leading PD providers and the PD-related obstacles, difficulties, and constraints reported in the literature. The article shows that Hong Kong has developed a solid PD infrastructure with hybrid characteristics. While the system is based on compliance and external accountability mechanisms, teachers are encouraged to design their PD journeys based on their interests, needs, and career aspirations. Every three years, teachers are required to complete 90 to 150 hours of PD (depending on seniority), including core and elective training (approximately 1/3 and 2/3 of the PD allotment, respectively). Structured, on-the-job, project-based, whole-school, and individual PD activities are available. The article also describes the strategies recently adopted to tackle the challenges of COVID-19. We conclude that Hong Kong has made great efforts to design a high-quality PD infrastructure within a hierarchical educational system, in which quantity of provision and content coverage have been prioritized over teacher agency and autonomy. More research is required to investigate the actual impact of PD on teachers’ practices and students’ learning. \u0000\u0000Keywords: Teacher Professional Development, continuing education, system analysis, educational policy, effective professional development, Hong Kong","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129168710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-21DOI: 10.36771/ijre.46.2.22-pp167-201
Denise Vaillant, Mariela Questa-Torterolo, M. Azpiroz
Abstract For more than a decade, Uruguay has maintained a considerable investment in digital technologies in primary and secondary education, as well as teacher training centers, through the implementation of the Ceibal Plan (Basic IT Computer Science Educational Connectivity Plan for Online Learning). When the COVID-19 pandemic arrived in Uruguay in March 2020, the government ordered the suspension of all face-to-face classes until June 2020. Then, a progressive return to school was introduced. Fortunately, the country already had a well-established technological infrastructure to rely on. Teachers across all levels of education had to quickly adapt to virtual teaching by adopting strategies that presented significant challenges, and which will make a lasting impact on teacher training and professional development. This article examines Uruguayan standards for the professional development of teachers, with a focus on digital teaching skills for online instruction. Practical examples of Ceibal initiatives are provided to promote the pedagogical use of technologies by teachers. We argue that the emergency that Latin America and Uruguay faced in 2020 led to a fundamental rethink and redesign of teacher professional development courses and institutional support. The COVID-19 crisis has presented an enormous shock to the traditional model of education delivery, and to teacher training programs. Digital technologies are not merely devices for conveying educational content, but rather should be seen as tools for maximizing meaningful learning for students. For this purpose, adequate training and support are essential for teachers to be prepared for future scenarios of even greater uncertainty. Keywords: Teacher Professional Development, Uruguay, Emergency Remote Teaching; Educational Technology; Technology Uses in Education; Compulsory Education; Educational Practices.
{"title":"Re-considering Teacher Professional Development in the Pandemic Era: The Uruguayan Case","authors":"Denise Vaillant, Mariela Questa-Torterolo, M. Azpiroz","doi":"10.36771/ijre.46.2.22-pp167-201","DOIUrl":"https://doi.org/10.36771/ijre.46.2.22-pp167-201","url":null,"abstract":"Abstract\u0000For more than a decade, Uruguay has maintained a considerable investment in digital technologies in primary and secondary education, as well as teacher training centers, through the implementation of the Ceibal Plan (Basic IT Computer Science Educational Connectivity Plan for Online Learning). When the COVID-19 pandemic arrived in Uruguay in March 2020, the government ordered the suspension of all face-to-face classes until June 2020. Then, a progressive return to school was introduced. Fortunately, the country already had a well-established technological infrastructure to rely on. Teachers across all levels of education had to quickly adapt to virtual teaching by adopting strategies that presented significant challenges, and which will make a lasting impact on teacher training and professional development. This article examines Uruguayan standards for the professional development of teachers, with a focus on digital teaching skills for online instruction. Practical examples of Ceibal initiatives are provided to promote the pedagogical use of technologies by teachers. We argue that the emergency that Latin America and Uruguay faced in 2020 led to a fundamental rethink and redesign of teacher professional development courses and institutional support. The COVID-19 crisis has presented an enormous shock to the traditional model of education delivery, and to teacher training programs. Digital technologies are not merely devices for conveying educational content, but rather should be seen as tools for maximizing meaningful learning for students. For this purpose, adequate training and support are essential for teachers to be prepared for future scenarios of even greater uncertainty.\u0000\u0000Keywords: Teacher Professional Development, Uruguay, Emergency Remote Teaching; Educational Technology; Technology Uses in Education; Compulsory Education; Educational Practices.","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129325757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-21DOI: 10.36771/ijre.46.2.22-pp1-27
Justin J. West, Alfredo Bautista
Abstract Educational researchers, policymakers, and administrators agree that providing in-service teachers with high-quality professional development (PD) opportunities is essential to educational success. Despite the substantial sums invested in teacher PD by countries and jurisdictions, the COVID-19 pandemic has caused serious challenges to teacher learning around the world. As conventional face-to-face initiatives became impracticable (e.g., workshops, conferences, school-based PD) and the need to prioritize pandemic-specific topics intensified (e.g., emergency remote teaching), teacher PD was recast both formally (where and how teachers engaged in PD) and substantively (what teachers sought to learn from PD). Amidst the international upheavals caused by COVID-19, how have teacher PD infrastructures (policies, practices, theories) responded? For this Special Issue, we put this and other questions before a panel of PD scholars in six contexts: United States, Scotland (United Kingdom), Uruguay, Australia, United Arab Emirates, and Hong Kong (SAR China). In their respective contributions, authors discuss issues such as the limitations of PD systems based on compliance and external accountability mechanisms, the need to center teacher motivation in existing PD frameworks, matters of access and equity, the importance of developing technological infrastructures for online and hybrid learning, problems of online safety and wellbeing, and more. The Special Issue shows that the uncertainty of today’s times requires new, global perspectives on PD design, implementation, evaluation, theory, and scholarship. To nurture agentic, highly motivated, and effective teachers for the pandemic era and beyond, countries and jurisdictions should think more creatively about how to best support teacher learning. Keywords: Teacher professional development, in-service teachers, COVID-19, comparative education
{"title":"Global Perspectives on Teacher Professional Development: Navigating the Pandemic","authors":"Justin J. West, Alfredo Bautista","doi":"10.36771/ijre.46.2.22-pp1-27","DOIUrl":"https://doi.org/10.36771/ijre.46.2.22-pp1-27","url":null,"abstract":"Abstract\u0000Educational researchers, policymakers, and administrators agree that providing in-service teachers with high-quality professional development (PD) opportunities is essential to educational success. Despite the substantial sums invested in teacher PD by countries and jurisdictions, the COVID-19 pandemic has caused serious challenges to teacher learning around the world. As conventional face-to-face initiatives became impracticable (e.g., workshops, conferences, school-based PD) and the need to prioritize pandemic-specific topics intensified (e.g., emergency remote teaching), teacher PD was recast both formally (where and how teachers engaged in PD) and substantively (what teachers sought to learn from PD). Amidst the international upheavals caused by COVID-19, how have teacher PD infrastructures (policies, practices, theories) responded? For this Special Issue, we put this and other questions before a panel of PD scholars in six contexts: United States, Scotland (United Kingdom), Uruguay, Australia, United Arab Emirates, and Hong Kong (SAR China). In their respective contributions, authors discuss issues such as the limitations of PD systems based on compliance and external accountability mechanisms, the need to center teacher motivation in existing PD frameworks, matters of access and equity, the importance of developing technological infrastructures for online and hybrid learning, problems of online safety and wellbeing, and more. The Special Issue shows that the uncertainty of today’s times requires new, global perspectives on PD design, implementation, evaluation, theory, and scholarship. To nurture agentic, highly motivated, and effective teachers for the pandemic era and beyond, countries and jurisdictions should think more creatively about how to best support teacher learning.\u0000\u0000Keywords: Teacher professional development, in-service teachers, COVID-19, comparative education","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127010859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-30DOI: 10.36771/ijre.45.3.21-pp278-301
This study examined the impact of some demographic and organizational variables (gender, school type, and parental involvement) on the performance of Grade 8 students in the 2015 Trends in International Mathematics and Science Study (TIMSS) assessment in Abu Dhabi, Emirate. The study employed a mixed-method design to determine if, and to what extent, these factors affected how the students performed in the assessment. The population for the present study comprised male and female students from 68 public and private schools (35 all-boys and 33 all-girls schools). The study sample consisted of 3400 students (1750 boys and 1650 girls) and 40 parents who were put in 4 focus groups and interviewed to triangulate the results of the quantitative data. The results of the 2015 TIMSS assessment showed that demographic factors, gender, and parental involvement had no significant effect on the students’ performance. However, the type of school (private or public) was found to be statistically significant in predicting students’ performance, as private school students performed better than their public-school counterparts. The findings of the qualitative data were aligned with the results of quantitative data to some extent. The overall findings were then discussed in the context of the recent Science Education reform initiated by the United Arab Emirates’ Ministry of Education. Keywords: TIMSS, science achievement, gender, region, school type, parental involvement
{"title":"Impact of Some Demographic and Organizational Variables on Grade Eight Science Students’ Performance","authors":"","doi":"10.36771/ijre.45.3.21-pp278-301","DOIUrl":"https://doi.org/10.36771/ijre.45.3.21-pp278-301","url":null,"abstract":"This study examined the impact of some demographic and organizational variables (gender, school type, and parental involvement) on the performance of Grade 8 students in the 2015 Trends in International Mathematics and Science Study (TIMSS) assessment in Abu Dhabi, Emirate. The study employed a mixed-method design to determine if, and to what extent, these factors affected how the students performed in the assessment. The population for the present study comprised male and female students from 68 public and private schools (35 all-boys and 33 all-girls schools). The study sample consisted of 3400 students (1750 boys and 1650 girls) and 40 parents who were put in 4 focus groups and interviewed to triangulate the results of the quantitative data. The results of the 2015 TIMSS assessment showed that demographic factors, gender, and parental involvement had no significant effect on the students’ performance. However, the type of school (private or public) was found to be statistically significant in predicting students’ performance, as private school students performed better than their public-school counterparts. The findings of the qualitative data were aligned with the results of quantitative data to some extent. The overall findings were then discussed in the context of the recent Science Education reform initiated by the United Arab Emirates’ Ministry of Education.\u0000\u0000 Keywords: TIMSS, science achievement, gender, region, school type, parental involvement","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129397262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Volume(45), Issue(3), October 2021","authors":"","doi":"10.36771/ijre.45.3.","DOIUrl":"https://doi.org/10.36771/ijre.45.3.","url":null,"abstract":"","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"116 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133039921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-30DOI: 10.36771/ijre.45.3.21-pp158-191
The purpose of the study was to investigate the use of mobile applications to teach word reading to three students with hearing impairments aged 9-12. Instruction was conducted using four mobile applications (Chalkboard, Expeditions, Phonto, and Words Seller) that combined interactive multimedia features such as text, images, videos, and interactive content. A multiple probe design was used to evaluate the effectiveness of the applications in teaching reading skills. Results indicated that the use of these mobile applications was effective on the acquisition of the reading skills. Results also showed that all students performed at or above criterion on maintenance probe sessions. Additionally, students were able to generalize the acquired reading skills to read new words. Implications for practice and suggestions for future research are discussed. Keywords: Hearing impairments, interactive multimedia, mobile applications, reading skills, multiple probe design
{"title":"Using Interactive Mobile Applications to Teach Reading Skills to Female Students with Hearing Impairments","authors":"","doi":"10.36771/ijre.45.3.21-pp158-191","DOIUrl":"https://doi.org/10.36771/ijre.45.3.21-pp158-191","url":null,"abstract":"The purpose of the study was to investigate the use of mobile applications to teach word reading to three students with hearing impairments aged 9-12. Instruction was conducted using four mobile applications (Chalkboard, Expeditions, Phonto, and Words Seller) that combined interactive multimedia features such as text, images, videos, and interactive content. A multiple probe design was used to evaluate the effectiveness of the applications in teaching reading skills. Results indicated that the use of these mobile applications was effective on the acquisition of the reading skills. Results also showed that all students performed at or above criterion on maintenance probe sessions. Additionally, students were able to generalize the acquired reading skills to read new words. Implications for practice and suggestions for future research are discussed.\u0000\u0000Keywords: Hearing impairments, interactive multimedia, mobile applications, reading skills, multiple probe design","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123486506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-30DOI: 10.36771/ijre.45.3.21-pp73-97
The purpose of this study was to explore the actual usage of modern technology in teaching plastic arts as perceived by school art teachers in Oman. The sample consisted of 108 Omani female teachers. In order to answer the study questions, the researchers used the descriptive approach. A questionnaire was developed consisting of 26 items divided into three subscales. The results of the study showed a moderate usage of modern technology by art teachers. The results also revealed some main obstacles related to the use of modern technology including the overloaded teaching tasks handled by these teachers and the lack of classrooms equipped to use modern technology in school. The results also showed that there were no statistically significant differences in the teachers’ usage of modern technology due to their academic qualification, years of experience, and the location of the school. Keywords: Usage of modern technology, plastic arts, Oman
{"title":"The Reality of Using Modern Technology in Teaching Plastic Arts as Perceived by Female Art Teachers in Oman","authors":"","doi":"10.36771/ijre.45.3.21-pp73-97","DOIUrl":"https://doi.org/10.36771/ijre.45.3.21-pp73-97","url":null,"abstract":"The purpose of this study was to explore the actual usage of modern technology in teaching plastic arts as perceived by school art teachers in Oman. The sample consisted of 108 Omani female teachers. In order to answer the study questions, the researchers used the descriptive approach. A questionnaire was developed consisting of 26 items divided into three subscales. The results of the study showed a moderate usage of modern technology by art teachers. The results also revealed some main obstacles related to the use of modern technology including the overloaded teaching tasks handled by these teachers and the lack of classrooms equipped to use modern technology in school. The results also showed that there were no statistically significant differences in the teachers’ usage of modern technology due to their academic qualification, years of experience, and the location of the school.\u0000\u0000Keywords: Usage of modern technology, plastic arts, Oman","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131020859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-30DOI: 10.36771/ijre.45.3.21-pp46-72
This study aimed to identify the difficulties that parents of students in the elementary stage faced during their distance learning and to identify statistical differences according to the study variables. The researcher used the descriptive method and prepared a questionnaire that included 22 items consisting of three subscales. The participants comprised a total of 456 parents of elementary school students in the Eastern Region, Riyadh, and Asir. The results showed the difficulties were at a high level, and the difficulties were in the following order: the organizational difficulties related to the learning environment, the difficulties related to the educational process, and the difficulties associated with technology. The results also showed statistically significant differences due to the gender, region, age, and educational level variable and that there were not statistically significant differences due to the number of children variable. The researcher recommends the necessity of intensifying efforts from educational institutions to prepare for distance education especially for the elementary stage and providing courses at the elementary stage using distance education to develop study skills and self-learning. Keywords: Distance learning, elementary stage, parents of pupils
{"title":"Difficulties Encountered by Parents of Students in the Elementary Stage During Distance Learning","authors":"","doi":"10.36771/ijre.45.3.21-pp46-72","DOIUrl":"https://doi.org/10.36771/ijre.45.3.21-pp46-72","url":null,"abstract":"This study aimed to identify the difficulties that parents of students in the elementary stage faced during their distance learning and to identify statistical differences according to the study variables. The researcher used the descriptive method and prepared a questionnaire that included 22 items consisting of three subscales. The participants comprised a total of 456 parents of elementary school students in the Eastern Region, Riyadh, and Asir. The results showed the difficulties were at a high level, and the difficulties were in the following order: the organizational difficulties related to the learning environment, the difficulties related to the educational process, and the difficulties associated with technology. The results also showed statistically significant differences due to the gender, region, age, and educational level variable and that there were not statistically significant differences due to the number of children variable. The researcher recommends the necessity of intensifying efforts from educational institutions to prepare for distance education especially for the elementary stage and providing courses at the elementary stage using distance education to develop study skills and self-learning.\u0000\u0000 Keywords: Distance learning, elementary stage, parents of pupils","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"18 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133169655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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